WITC Activity Plan

Your Name: Cass Ramthun

Learning Experience Title: Colors of Us Ages of Children: 3-5
Type of Learning Experience: (check all that apply)
 Creative Art  Social Studies  Social
 Sensory Play
 Literacy & Language  Gross Motor  Emotional
 Health/Safety
 Dramatic Play  Fine Motor  Community Building
 Cooking/Nutrition
 Music & Movement  STEM  Other:
 Nature/Outdoor

Learning Experience Presentation Type: (check one)

 Large Group—all children  Small Group—a portion of  Activity choice during free play
participating at the same the children participating
time at the same time
Number of children participating at the same time: 20
Skills (what children will do):
1. Engage in difficult conversation with peers
2. Verbally problem-solve
3. Observe differences among the class
4. Express feelings through art

Concepts (what children will learn/know):

1. I can solve problems when they arise
2. I am different and unique and so are my peers
3. Differences should be celebrated
4. I love myself

This learning experience has been planned to feature the following WMELS performance standards:

II.A.EL.2 Understands and responds to others’ emotions

II.B.EL.1 Develops positive self-esteem

II.B.EL.2 Demonstrates self-awareness

II.C.EL.4 Engages in social problem-solving behavior and learns to resolve conflict

Why have you chosen to do this experience? What observations have you made about the development, interests,
needs of individuals or groups of children in your care?

I have chosen to do this activity because lately our class has been pointing out the differnces in others and have been
responding negatively. The main thing my cooperating teacher and I have noticed is the children being concerned
about skin color.

Specific list of space and/or materials needed including colors, amounts, sizes, etc.
 “It’s Okay to Be Different” by Todd Par
 Diversity Flashcards (or construction paper and pictures to make them)
 Markers with a wide variety of colors
 Blank Face coloring sheets
Source of materials:
 All are available at the center/in the classroom
  Provided, in part, by cooperating teacher
 I am providing the following: Book, markers, coloring page, flashcards

Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc.

I created the coloring pages and printed them off. I also made the flashcards ahead of time and pasted questions to
ask them on the back.
Teaching Sequence of the Learning Experience
Set-up and arrangement of materials and equipment

I will put have the cooperating teacher set out the coloring pages and markers on the table while I start the activity.
All other materials will only be used by the teacher and will be brought out and put away by me.

Transition Planning: Describe how the children will transition into the learning experience. Transition in to the
activity (preschool) OR Incorporation of individual child routines (infant/toddler).

The children will transition into the activity by going through the Diversity Flashcards. Each card displays a picture of a
wide variety of people. For each card, I will ask them the questions on the back. For example, What do you notice
about these people? How are they different? How are they the same? This transition will be used to start a discussion
to help them become okay with differences in people.

Procedure: What is the teacher’s role (what will you do) during this learning experience? What will the children do
during the learning experience? (Remember children are active, hands-on learners!). List all the steps in your activity
using numbers or bullet points, including an introduction and a conclusion.

1. Read “It’s Okay to Be Different” by Todd Par. The first time I will read through the book and not say anything
extra unless they ask questions.
2. The second time through, I would necessarily read the words, but I will flip through each page slowly. On each
page I will ask things like…
a. What do you notice about this page?
b. Does this look like you or your family?
c. Does this remind you of anyone in the class?
d. How is this the same as you? Different?
These are questions to prompt the children but ultimately I want them to lead the conversation.
3. When the children have decided they are done with the discussion, I will show them the coloring page. I will
instruct them to color a self portrait and draw what they think they look like.
4. The children will move to the tables and begin coloring.

 Diversity  How are you similar to your classmates?

 Similar  How are you different from your classmates?
 Different/Differences  What family do you have at home?
 Self-image  What does this remind you of?
 Skin tone  Why are differences okay/good?
 Unique  What makes you unique? Your classmates?
 What can you do/say if someone makes you feel
uncomfortable about your skin/hair/etc?
How will the learning experience area be cleaned up? (How will the children help in this process? Where will the
leftover materials be put? Where will the children’s art work be placed?)

The artwork will be hung on the bulletin board in our classroom as a reminder to celebrate our differences. The
children will be resonpsible for putting away the markers and their chairs.
Transition Planning: Describe how the children will transition out of the learning experience.

The children will transition out of this experience by sharing their portrait with a partner and picking out the
differences. They will also be asked to show similarities as well.

Notes on Differentiation, Guidance, Family Culture, and other group-specific considerations.

This activity was designed to celebrate and showcase all different cultures. Each child, no matter their skin color or
family background, will be celebrated and will have a chance to share about themselves and their families.

POST-TEACHING ACTIVITY PLAN EVALUATIONS